翻转课堂的学生满意度评价研究

关于翻转课堂学生满意度评价的实证研究表明:目前学生对翻转课堂教学的满意度和忠诚度总体较高,其决定性影响因子是学生对翻转课堂教学的质量感知,学生更多是基于学习过程体验和学习效果而作出满意度评价,设计翻转课堂的评教指标时应予以考虑。而学生对翻转课堂教学的质量感知主要受课程特征、教学设计、师生互动、网络学习平台和学习资源等五大关键因子影响,教师在翻转课堂教学实践中也应予以重点关注。     

大学生大学生活满意感的调查与思考

采用生活满意感量表对大学生的心理健康状况进行调查研究,结果表明,大学生的生活满意感存在显著性的性别、专业和年级差异.通过调查,了解大学生大学生活满意感的主要特点,为大学生心理健康教育工作提供科学的参考,以促进大学生的思想政治教育工作.     

大学生课堂体验对学习成果的影响研究

大学生课堂体验是衡量高等学校教学质量的重要维度.文章以大学生参与理论以及大学生学习结构模型等相关理论为依据,从教师教学、同伴关系、课业负担、学习自由度四个维度对大学生课堂体验进行划分,并设计开展大学生课堂体验调查,分析课堂体验对学习成果包括学习成绩、总体满意度、总体学习收获的影响.研究结果显示,我国大学生课堂体验对学习成果有显著影响.同伴关系是影响大学生发展与成长的重要因素,教师教学是影响总体学习收获的重要指标,适度的学习自由度和课业负担是学生取得学习成果的需要.基于此,高校应全面评价、重新审视大学课堂,重视大学生的课堂体验,进一步深化高校教学改革,充分发挥专业教师的引领作用,构筑多样化的学生学习团队,发挥同伴互助教育的最大效应.     

Teacher Praise and Feedback and Students' Perceptions of the Classroom Environment

The relationships between teacher praise and feedback, and students' perceptions of the classroom environment were investigated in six rural elementary schools (n = 747). The Teacher Feedback Scale and My Classroom Scale were developed as part of this study and used to collect the data. Structural equation modelling was used to test a hypothesised model. The results indicated that negative teacher feedback and effort feedback were both related to students' relationships with their teachers, while ability feedback was associated with perceptions of the classroom environment. Praise was not related to classroom environment or teacher-student relationships. Significant age and gender differences were found. Additionally, differences were found between students who were satisfied with their classroom and those who were dissatisfied. Satisfied students received more general praise, general ability feedback, effort feedback and less negative teacher feedback when compared to dissatisfied students.     

Influencing College Students' Perceptions of Videocounseling

Technology has made inroads in the counseling field in the form of e-mail, chat, and videoconferencing. It is not clear, however, whether college students perceive technology to be an acceptable application to counseling. The purpose of this study was to assess students' attitudes and expectations for a particular type of technology application—videocounseling. The results indicated that after watching a simulated videocounseling session students placed greater value in videocounseling, felt less discomfort with videocounseling, and expected videocounseling to be an effective and satisfactory approach. The merits of using such a role induction procedure with college students who consider participating in videocounseling are discussed as well as the implications of this therapy approach for counseling training programs and university counseling centers.     

高校课堂教学质量学生满意度测评研究

从学生角度设计并实施了高校课堂教学质量满意度问卷调查,形成多级满意度评价指标,结合问卷所获得数据,通过构建Logistic模型,从学生和教师两方面探讨了影响高校课堂教学质量的主要因素.结论显示,学生学习态度、所在年级和授课教师专业水平和素质对高校课堂教学质量满意度有显著影响.     

大学英语课堂话轮分配与学生参与分析

通过分析大学英语课堂话轮分配与学生参与的情况,讨论课堂话轮分配技巧对学生参与言语互动的重要性,发现课堂上教师话轮分配方式的局限性和话轮分配量的不足是影响课堂交际教学质量的主要原因,掌握话轮分配技巧对提高教师教学质量具有重要意义。     

Emotional Contagion in the Classroom: The Impact of Teacher Satisfaction and Confirmation on Perceptions of Student Nonverbal Classroom Behavior

Teachers appreciate nonverbally responsive students, but what is missing is an understanding of the direct influence of teachers' self-perceptions on their perceptions of how engaged their students are in class. Using the emotional contagion theory as a lens, this study examines the premise that satisfied instructors expect students to mirror their own behaviors in the classroom through being nonverbally responsive. Results of the regression model confirm that teachers' perceptions of their own confirmation behaviors most strongly predict their perceptions of how nonverbally responsive students are in class. Thus, instructors who are more expressive will likely induce students to be more expressive, leading them to determine their students are being more nonverbally responsive. Further, expressive instructors will be more attuned to student interaction because they may subconsciously expect students to mirror their actions through nonverbal behaviors—they will look for it. Additionally, satisfied instructors view their students as satisfied and look for these feelings to be exposed via nonverbal response behaviors. Implications for teacher training and mentoring programs are discussed.     

提高高校团组织青年学生满意度的思考

青年学生满意度是高校团组织以人为本、服务青年学生工作的重要评价指标之一,也是衡量共青团工作成效的最高标准.充分认识和提高青年学生满意度的重要意义,研究提高高校团组织青年学生满意度的对策是加强团建、服务青年学生的重要途径.     

大学生课堂学习行为研究

课堂学习行为是学生在教学过程中所表现出来的外部学习方式。大学生的课堂学习行为可分为学霸型、被动型和自由型三类,学霸型平均在每个班级占到15%左右,被动型高达50%以上,自由型在35%左右。观察发现,这些数据基本保持一致,但学生自身属于哪种类型却在不断变化,受课程时间、课程类型、授课教师、学生自身因素等动因影响。     

引导大学生重视课堂学习的探索

课堂学习仍是现阶段大学生获取知识的重要途径,是高校育人的重要组成部分。随着社会的不断进步及多元化文化的冲击,出现了大学生不重视课堂学习的现象,这直接影响到学生知识水平和综合素质的提升,以及高校的育人环境,同时对教师的教学积极性也有不同程度的挫伤。文章旨在通过对现阶段大学生不重视课堂学习的原因进行剖析,探索出能够合理引导大学生回归课堂学习的途径,进而提高学生参与课堂学习的积极性。这既有助于提升学生课堂学习的效果,同时也有助于建立更为和谐的师生关系。     

大学生满意度测评量表构建

设计大学生满意度测评量表,在收集实际数据的基础上,使用科学的统计检验方法,建立大学生满意度的多元回归模型,指出影响大学生满意度的因素有学校形象、专业建设、教师与教学、人文环境、住宿管理、餐厅服务、图书馆、网络资源和自然环境.其中影响程度最大的是学校形象、专业建设和教师与教学.地方本科院校应对这三方面加大投入,以提高大学生满意度.     

大学生对大学认同与满意度的同一性

大学生对大学的认同以及大学生满意度日益成为人们关注的话题,二者在内涵上都是大学生对大学价值、目标、特色、个人行为的一种认知、感受和体验;在成因上都是大学的组织特性、外部环境、大学生个体特性共同发挥作用的综合效应;在结果上都有积极强化、消极排斥的两种可能性倾向。     

大学生课堂沉默成因及对策研究

当代大学生在课堂上发言不积极已成为一个普遍存在的现象,课堂逐渐成为教师的一言堂,这显然是一种不太正常也不利于学生成长的现象。其成因也十分复杂,和学生自身、环境原因、教师原因、传统教育方式等都有关系。该文将针对以上几点逐个分析,并提出相应的解决措施,这将有助于大学生的课堂发言积极性的提升,对我国高等教育建设具有一定价值和意义。     

Differences Between Students' and Instructors' Perceptions of Actual and Preferred Classroom Environment in Higher Education

The College and University Classroom Environment Inventory was developed for assessing higher education students' or instructors' perceptions of the following seven dimensions of actual or preferred classroom psychosocial environment: personalisation, involvement, student cohesiveness, satisfaction, task orientation, innovation and individualisation. Each scale displayed satisfactory internal consistency reliability and discriminant validity for use in its actual and preferred forms with either perceptions of students in different classes. Use of the instrument in a study in 20 higher education classes revealed that, first, both students and instructors preferred a more favourable classroom environment than the one actually present and, second, instructors perceived the environment of their classes more positively than did their students in the same classrooms.     

大学生团体生涯辅导探讨——基于职业发展与就业指导课程教学改革实践的行动研究

随着全国高校职业发展与就业指导课程的普及,提高课堂教学质量成为现阶段的工作重点。突破传统的"季节性促销"就业指导模式,转变为主动式、预防式生涯辅导是高校的现实选择。在多年的教学反思下,笔者以帮助学生树立积极的生涯信念,提升生涯适应力为目标,对大学一年级和三年级实施了班级团体生涯辅导。实践证明,以课程化建设为主导的团体生涯辅导是一种有效的模式。     

大学生课堂学习状况与策略分析

大学生课堂学习状况反映出大学生的学习风气和学校文化氛围。调查发现,大多数学生能正确对待课堂学习,具有积极的学习行为和较为合理的学习方法,但由于受到多种因素影响,不少学生尚未形成科学的学习观,学习目标不清晰,学习缺乏主动性和创造性,课堂学习质量堪忧。因此,加强校园文化建设,全面深化本科教学改革,提升教师教学水平,引导学生形成健康积极的学习观尤为必要。     

试论大学生人际交往团体心理辅导

改善大学生与人交往的心理状况,促进大学生的人际交往能力的提高是大学生在校期间必须要接受的教育。大学生作为社会后备力量,良好的人际交往能力是学生成长与在社会工作中的重要组成部分,本文就大学生人际交往团体心理辅导作以浅析。